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How to Develop Behaviour SupportPlans
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Our Goals
Create plans that will workPlans with high technical adequacyPlans with high contextual fit
Acceptable Doable
Ensure plans are implemented
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Fidelity of Implementation
The extent to which the intervention/plan is implemented as designed/intended (Elliott et al., 2002; Gresham, 1991)
Katherine Wickstrom et al. (1996) Masters-level students provided
behavioural consultation to 29 elementary general education teachers
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Fidelity of Implementation (Wickstrom et al., 1996)
Each teacher referred a student with behaviour difficulties
Interviews to determine behaviour Simple interventions recommended:
Punch-out card, conduct countdown, smiley face chart, response cost lottery, daily behaviour chart
Teacher self-report sheet Direct observations
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Fidelity of Implementation(cont.)
RESULTS IN PERCENTAGES:
Intervention materials present
Teacher report of fidelity
Direct observation results
62%
54%
4%
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What is the timeline in improving fidelity of implementation? Before selection
During the support plan design processAddress contextual fit
After selectionDuring the implementation processAddress treatment integrity
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Contextual Fit The extent to which the intervention plan (or
components) is consistent with the: Values Goals Environment Skills Resources
…of the implementers and
stakeholders.
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Contextual Fit
Two parts:Acceptability
Values Goals
Feasibility Teacher/implementer skills Resources available Environmental variables
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Contextual Fit Activity
For the following strategies: Rate on a scale of 1 to 5:
1. How acceptable you feel it is
2. How feasible you feel it is
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Strategies
1. Allowing a student to take a break from difficult academic work
2. Withholding recess3. Using an individual point system to earn small
tangible rewards (stickers, supplies)4. Using an individual point system to earn small
tangible rewards (candy)5. Physically escorting a student to a timeout
room6. Providing lunch with you (as an incentive)
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Strategies7. Public apology
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Activity
Share your answers with your table and discuss similarities and differences in answers
What were some points of learning?
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How to design acceptable plans (Benazzi et al., 2006)
Teams and behaviour specialists were provided FBA summaries and were asked to design BSPs
Three methods of creating plans:Behaviour specialist onlySchool behaviour team onlyBehaviour specialist leading school teams
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How to design acceptable plans (Benazzi et al., 2006)
Three ratings of plans:Technical adequacy by school teamTechnical adequacy by experts in the fieldContextual fit by school team
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How to design acceptable plans (Benazzi et al., 2006)
Behaviour specialist onlyTechnical adequacy (school team)
HighTechnical adequacy (expert)
HighContextual fit (school team)
Low
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How to design acceptable plans (Benazzi et al., 2006)
School team onlyTechnical adequacy (school team)
HighTechnical adequacy (expert)
LowContextual fit (school)
High
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How to design acceptable plans (Benazzi et al., 2006)
Behaviour specialist leading school teamTechnical adequacy (school team)
Moderate to HighTechnical adequacy (expert)
Moderate to HighContextual fit (school)
Moderate to High
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So who do you need on a behaviour support team? Someone with:
Knowledge about the studentKnowledge about the contextKnowledge about behaviour theory
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Albin, Lucyshyn, Horner, & Flannery (1996, p. 85)
“If a plan is not technically sound, the concept of good contextual fit becomes meaningless.”
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A Process for Developing Effective, Acceptable BSPs1. Design a preliminary plan (“rough draft”) with multiple
options for strategies2. Gather a team that includes at least one person:
Knowledgeable about FBA-BSP Knowledgeable about the student Knowledgeable about the context and resources
3. Draw in the Competing Pathways4. Brainstorm BSP strategies for the four columns5. Select strategies based on technical adequacy and
contextual fit6. Assess and provide necessary training/support7. Make a plan for evaluation and followup
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What motivates people to implement plans?
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Functional Behaviour Assessment of Adults – what motivates us?
Improved student performance? Chocolate? Specialist help? Escape from uncomfortable situations?
Disrespect, aberrant behaviourInattentionStudent academic failureThe stress of too much work!
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Suggested FBA adult interventions Attention
Reduce attention for complaintsMeetings over dataPerformance feedback
EscapeProvide some immediate helpFocus on efficient supportEmphasize payoff: reduced work
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The Typical Progression of Consultation – “Consult and Hope”
1. Teacher refers student with problem (academic or behaviour)
2. Consultant performs assessment
3. Consultant recommends intervention (or a choice of interventions)
4. Consultant crosses fingers and moves on
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Alternatives to the “Consult and Hope” Strategy1. DIRECT CONSULTATION (Noell et al.,
2002, 2005; Watson & Robinson, 1997) You (the consultant):
Model, lead, test Set up the systems Start it off Hand it off Coach
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Alternatives to the “Consult and Hope” Strategy2. DETAILED PROCEDURES and scripts
for implementation Simply telling people what to do is not
sufficient If procedural components are not applied
fully and correctly, student outcomes may be compromised
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Alternatives to the “Consult and Hope” Strategy3. PERFORMANCE FEEDBACK (Martin,
2001; Millen, 2004; Reinke, 2005; Their, 2003)
Periodically review the plan Review prompts the treatment agent to
implement with greater integrity Review serves to correct implementation of
treatment plan
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Using data to guide decision making
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Using CICO data for decision making
A
DC
B
Decisions to make:
1. Is the student experiencing more success?
2. CONTINUE – REVISE – FADE ?
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Creating IEP Goals and Objectives using Daily Point Cards Collect present level of performance by
rating student without training student to use card
Set initial objective as 10% of points above baseline
Revise based on data
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Tracking Sheet
Used as a quick monitoring tool at monthly/biweekly individual student support meetings
Sample in Appendix
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TroubleshootingBehaviour Support
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Problem: “The BSP didn’t work!”
A Solution: Abandon! Abandon! Abandon!
A Better Solution: Assess the situation and adjust the plan
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Four possible reasons why the BSP isn’t currently working…
1. Fidelity of implementation We didn’t implement the plan as we said we
would
IMPLEMENT AND SEE CHECK CONTEXTUAL FIT DO WE HAVE THE SKILLS?
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Four possible reasons why the BSP isn’t currently working…
2. The alternative behaviour doesn’t work Too hard to do in real contexts It doesn’t get the student the maintaining consequence
PRACTICE, PRACTICE, PRACTICE IS IT SOCIALLY APPROPRIATE? ENSURE IT GETS THE CONSEQUENCE
EVERY TIME ADD OR UP THE REWARD (value or frequency)
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Four possible reasons why the BSP isn’t currently working…
3. The problem behaviour is still being rewarded
Are we inadvertently reinforcing problem behaviour (attention, escape)?
DON’T DO IT!!! CONSIDER ADDING A PUNISHMENT
COMPONENT (only if all other parts are in place)
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Four possible reasons why the BSP isn’t currently working…
4. BSP is based on the wrong summary statement
We got it wrong The statement changed
REASSESS AND CHANGE THE PLAN
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Team Meeting Time
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Team Meeting Time
Choose a focus student and develop a behaviour support planComplete the competing pathways analysisBrainstorm strategies to address behaviourChoose the final elementsEvaluate and revise the plan using the Critical
Features Checklist Create an action plan to implement and
collect data